Science (CA NGSS) Standards
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ESS2.B: Plate Tectonics and Large-Scale System Interactions
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ESS2.C: The Roles of Water in Earth's Surface Processes
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LS1.A: Structure and Function
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LS1.B: Growth and Development of Organisms
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LS4.C: Adaptation
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Showing 1 - 10 of 14 Standards
Standard Identifier: 3-LS4-3
Grade:
3
Disciplinary Core Idea:
LS4.C: Adaptation
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: 3-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Disciplinary Core Idea(s):
LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RI.3.1.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
DCI Connections:
Connections to other DCIs in third grade: 3.ESS2.D Articulation across grade-levels: K.ESS3.A; 2.LS2.A; 2.LS4.D; MS.LS2.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C
Performance Expectation: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Disciplinary Core Idea(s):
LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RI.3.1.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
DCI Connections:
Connections to other DCIs in third grade: 3.ESS2.D Articulation across grade-levels: K.ESS3.A; 2.LS2.A; 2.LS4.D; MS.LS2.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C
Standard Identifier: 5-ESS2-2
Grade:
5
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Earth and Space Science
Title: 5-ESS2 Earth’s Systems
Performance Expectation: Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.
Science & Engineering Practices: Using Mathematics and Computational Thinking Describe and graph quantities such as area and volume to address scientific questions.
Crosscutting Concepts: Scale, Proportion, and Quantity Standard units are used to measure and describe physical quantities such as weight and volume.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.ESS2.C; MS.ESS2.C; MS.ESS3.A
Performance Expectation: Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.
Science & Engineering Practices: Using Mathematics and Computational Thinking Describe and graph quantities such as area and volume to address scientific questions.
Crosscutting Concepts: Scale, Proportion, and Quantity Standard units are used to measure and describe physical quantities such as weight and volume.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.ESS2.C; MS.ESS2.C; MS.ESS3.A
Standard Identifier: MS-ESS2-2
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ESS2.C: The Roles of Water in Earth's Surface Processes
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.C: The Roles of Water in Earth’s Surface Processes Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.
Crosscutting Concepts: Scale Proportion and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.LS2.B Articulation across grade-bands: 4.ESS1.C; 4.ESS2.A; 4.ESS2.E; 5.ESS2.A; HS.PS3.D; HS.LS2.B; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.D
Performance Expectation: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.C: The Roles of Water in Earth’s Surface Processes Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.
Crosscutting Concepts: Scale Proportion and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.LS2.B Articulation across grade-bands: 4.ESS1.C; 4.ESS2.A; 4.ESS2.E; 5.ESS2.A; HS.PS3.D; HS.LS2.B; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.D
Standard Identifier: MS-ESS2-5
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Standard Identifier: MS-LS1-1
Grade Range:
6–8
Disciplinary Core Idea:
LS1.A: Structure and Function
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Life Science
Title: MS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. Viruses, while not cells, have features that are both common with, and distinct from, cellular life.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).
Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.
Crosscutting Concepts: Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. Connections to Engineering, Technology and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A
Performance Expectation: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. Viruses, while not cells, have features that are both common with, and distinct from, cellular life.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).
Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.
Crosscutting Concepts: Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. Connections to Engineering, Technology and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A
Standard Identifier: MS-LS1-4
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: MS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
Science & Engineering Practices: Engaging in Argument from Evidence Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6–8.1.a–e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; HS.LS2.A; HS.LS2.D
Performance Expectation: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
Science & Engineering Practices: Engaging in Argument from Evidence Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6–8.1.a–e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; HS.LS2.A; HS.LS2.D
Standard Identifier: MS-LS1-5
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: MS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Genetic factors as well as local conditions affect the growth of the adult plant.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6–8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; 3.LS3.A; HS.LS2.A
Performance Expectation: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Genetic factors as well as local conditions affect the growth of the adult plant.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6–8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; 3.LS3.A; HS.LS2.A
Standard Identifier: MS-LS3-2
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms, LS3.A: Inheritance of Traits, LS3.B: Variation of Traits
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: MS-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Standard Identifier: MS-LS4-6
Grade Range:
6–8
Disciplinary Core Idea:
LS4.C: Adaptation
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Life Science
Title: MS-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
Disciplinary Core Idea(s):
LS4.C: Adaptation Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to support scientific conclusions and design solutions.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.C; HS.LS2.A; HS.LS2.C; HS.LS3.B; HS.LS4.B; HS.LS4.C
Performance Expectation: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
Disciplinary Core Idea(s):
LS4.C: Adaptation Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to support scientific conclusions and design solutions.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.C; HS.LS2.A; HS.LS2.C; HS.LS3.B; HS.LS4.B; HS.LS4.C
Standard Identifier: HS-LS3-1
Grade Range:
9–12
Disciplinary Core Idea:
LS1.A: Structure and Function, LS3.A: Inheritance of Traits
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Life Science
Title: HS-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.) LS3.A: Inheritance of Traits Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that arise from examining models or a theory to clarify relationships.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B
Performance Expectation: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.) LS3.A: Inheritance of Traits Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that arise from examining models or a theory to clarify relationships.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B
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